Literaturnachweis - Detailanzeige
| Autor/inn/en | Bosch, Chancey; Ellis, Trevor |
|---|---|
| Titel | Using Avatars to Address Teacher Self-Efficacy |
| Quelle | In: Journal of Global Education and Research, 5 (2021) 1, S.15-35, Artikel 2 (22 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2577-5081 |
| DOI | 10.5038/2577-509X.5.1.1069 |
| Schlagwörter | Computer Simulation; Simulated Environment; Self Efficacy; Technology Integration; Preservice Teachers; Preservice Teacher Education; Virtual Classrooms; Elementary Education; Private Colleges; Educational Strategies; Classroom Techniques; Learner Engagement; Correlation; Animation; Oklahoma (Tulsa) |
| Abstract | Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher selfefficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model. (As Provided). |
| Anmerkungen | University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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